This Issue's Problem: Dot Bradford would love to generate much more productive small group talk and worthwhile class discussion but can't work out how to manage it.

Dot came to the PGCE straight from a history degree and was originally inspired by approaches quite different from her own school experience. While her memories of history lessons are of teacher exposition - including some very gripping story-telling - followed by textbook questions and essay writing, her early observation visits convinced her that teaching could, and should, be much more interactive. This conviction was strengthened not only by ideas and evidence offered to the trainees about the value of pupil talk, but also by the way in which their university sessions were taught: structured to include paired exchanges of ideas, group tasks and discussion-based seminars.